Cornell Notes

Problems with taking notes I can’t write everything down the teacher says because she talks TOO fast! I can’t read my notes. The notes I take when I read don’t help. I don’t know which parts of my notes are most important. I don’t see how the notes from lecture match the readings from the book.

Cornell Notetaking Why should you take notes? To minimize your “rate of forgetting” Don’t take notes = Forget 60 % in 14 days Take some notes = Remember 60 % Take organized notes and do something with them= Remember 90-100% indefinitely! Why should you take notes?

Cornell Notetaking When should you take notes? Notes are a record of your learning, so take them when: You listen to a lecture You read a text You watch a film You work in a group on an activity You need to recall information about what happened to you in a class, meeting, or activity--which means always! When should you take notes?

Cornell Notetaking What do you notice that is different about Cornell Notes? They are divided into two parts: questions and notes There is a reflection at the end There is room for a topic They are labeled with name, date, class, period or other information

Cornell Notetaking What types of questions should I place on the left side? Questions which are answered in the notes on the right Questions you still need the answer to--ask a friend or the teacher after class Questions the teacher might ask on a test Higher level thinking questions

Cornell Notetaking What else could I place on the left side? Key terms, vocabulary words, or dates Diagrams or figures Reference pages in a text Steps in a solution process Notes to myself about actions I need to take

Cornell Notetaking What are some good tips for taking the notes on the right? Write only what is most important: listen for repetition, change in pace or volume, numbering, explicit clues (“this is important,” or “on the test”); watch for gestures, or clues to organization; look for material being written down by instructor or shared in a visual manner

Cornell Notetaking What are some good tips for taking the notes on the right? Write in your own words (paraphrase) Write using abbreviations (check a dictionary for these and create your own) Draw a figure or diagram Leave space where you think you might need to “fill in” info later Use bullets, arrows, and indenting to list key ideas Write legibly

Cornell Notetaking What are some good tips for taking the notes on the right? Actively listen Maintain eye contact with the speaker, group, or presentation source Nod your head at appropriate times Frown when you do not understand Ask relevant questions Answer questions posed by the instructor Make a written record

Cornell Notes Key words & ideas Main Idea Name Date Class Period Cornell Notes Key words & ideas Important dates/people/places Repeated/Stressed Info Ideas/brainstorming written on board / overhead projector Info from textbook/stories Diagrams & Pictures Formulas Main Idea Key Question (after notes are completed)

Cornell Notetaking Set up your page What are the steps to taking Draw your margins Label clearly Take notes Use your best strategies Actively listen, analyze, ask questions Review, revise, reflect Look over notes and highlight, edit, or add info Write your questions and reflection What are the steps to taking Cornell Notes?

SAMPLE Noun - person, place, thing, idea Nouns Name Date Class Period SAMPLE Noun - person, place, thing, idea Types - concrete & abstract concrete - taste, touch, smell, see abstract - ideas (emotions) compound - two or more words combined to create one thing; ex: fireman, bedroom Nouns 2 types of nouns What is a compound noun?

Cornell Notes Helpful Hints for Straight A Notes Abbrev. , Paraphrase. Name Date Class Period Cornell Notes Abbrev. , Paraphrase. Use symbols, arrows, circles, underlining) or highlighting to emphasize important ideas and relationships. Skip lines between ideas Within 24 hours, review notes and develop study questions on the left side. Be aware of teacher clues.* Helpful Hints for Straight A Notes

Abbreviation Exercise Abbreviate the following lines so they still make sense Hippocrates, a Greek who is considered to be the Father of Medicine, was born on the island of Cos in 460 B.C. George Washington was not, in a sense, America’s first president. Mark Twain fell in love with Olivia Langdon. They married in 1870 and moved to Hartford, Connecticut.

Abbreviation Exercise Answers Name Date Class Period Abbreviation Exercise Answers Hippocrates (Gr.) Father of Med b.Cos 460B.C G. Wash. Not Am’s 1st Pres.? Twain - Olivia Langdon m. 1870 to Hart Conn

Summary What, So What, Now What? The first question is “What have I learned?” Students are asked to list key ideas that they learned from the lesson or unit. The second question is, “So what difference does it make?” Students reflect on why they have learned the info. The third question is, “Now what can I do with the learning?” Students reflect on what the new info has to do with their world. The technique could also be used as a way to begin dialogue about the real-world application. PMI (Plus, Minus, and Interesting Observations) This technique allows students to evaluate a lesson by listing the positive things they have learned in the PLUS section, negative feelings in the Minus section, and interesting thoughts or ideas in the interesting section.

Once your teacher answers your questions, jot the answers here! This is how your Cornell reading notes might look! Ima Student US History 10/12/08 FOLD Assignment: Read Ch. 2 Section 1 Par 1: Women did not have the right to vote. Par 2: Many women led a movement. Par 3: The Constitution was amended. Summary: Many women felt that they needed the right to vote. Some felt so strongly that they fought for years to win that right. In 1920, the U.S. Constitution was finally changed with the 19th Amendment. p. 104 suffrage Def: the right to vote p.105 amended Def: to change formally My question: Why didn’t women have the right to vote from the beginning? Once your teacher answers your questions, jot the answers here!